A Teaching Experience of Prospective Elementary Mathematics Teachers in the Framework of the Purdue Model for the Education of Gifted Students

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Year-Number: 2022-Volume 14, Issue 4
Number of pages: 957-976
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Abstract

Differentiation strategies are used in education; education programs are organized according to individual differences, and education is provided in accordance with these programs to reveal the potential of gifted students. The education and experiences of those in the position of instructors have a crucial role in the smooth execution of these processes. In this sense, it is vital for prospective teachers to learn the strategies that should be used in the education of gifted students, starting from their undergraduate education, and experience different models that will be used as a framework in the design of education programs. This study analyzes the behaviors of prospective elementary mathematics teachers in the process of experiencing an activity designed within the framework of the Purdue model and their opinions on this experience. A case study, one of the qualitative research methods, was used in the research. The study participants include 25 (16 female and 9 male) prospective teachers studying in a primary school mathematics teaching program at a state university in the Eastern Anatolia region. While the data regarding the teaching experience were recorded with a video and audio recorder in the study, the opinions of the prospective teachers regarding the experience were obtained through a structured interview form and Google Forms. Data on teaching experience were analyzed with the descriptive analysis method, and teacher opinions on this experience were analyzed with content analysis. The results obtained in the study concluded that prospective teachers could benefit from the Purdue Model in designing a student-centered learning environment in the teaching of mathematical concepts for the education of gifted students.

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